Two Decades of Inquiry-Based Developmental Activity in University MathematicsRok vydání: 2021
Alcock, L., & Wilkinson, N. (2011). e-Proofs: Design of a resource to support proof comprehension in mathematics. Educational Designer, 1(4). www.educationaldesigner.org/ed/volume1/issue4/article14/
Alsina, C. (2001). Why the professor must be a stimulating teacher. In D. Holton (Ed.), The teaching and learning of mathematics at university level: An ICMI Study (pp. 3-12). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47231-7_1
Hawkes, T., & Savage, M. (2000). Measuring the mathematics problem. Engineering Council. www.engc.org.uk/engcdocuments/internet/Website/MeasuringtheMathematicProblems.pdf
Jaworski, B. (2008). Building and sustaining inquiry communities in mathematics teaching development. Teachers and didacticians in collaboration. In K. Krainer (Volume Ed.) & T. Wood (Series Ed.) International handbook of mathematics teacher education: Vol. 3. Participants in mathematics teacher education: Individuals, teams, communities, and networks (pp. 309–330). Sense Publishers. https://doi.org/10.1163/9789087905491_015
Jaworski, B., & Matthews, J, (2011). How we teach mathematics: discourses on/in university teaching. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings of the 7th congress of the European Society for Research in Mathematics Education. University of Rzeszów, Poland, on behalf of the European Society for Research in Mathematics Education. http://erme.site/wp-content/uploads/2021/06/CERME7.pdf
Jaworski, B., Robinson, C., Matthews, J., & Croft, A. C. (2012). An activity theory analysis of teaching goals versus student epistemological positions. International Journal of Technology in Mathematics Education, 19(4), 147–152.
Jaworski, B., Treffert-Thomas, S. & Bartsch, T. (2009). Characterising the teaching of university mathematics: A case of linear algebra. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 249–256). IGPME. www.igpme.org/publications/current-proceedings/
Jaworski, B., Treffert-Thomas, S., Hewitt, D., Feeney, M., Shrish-Thapa, D., Conniffe, D., Dar, A., Vlaseros, N., & Anastasakis, M. (2018). Student partners in task design in a computer medium to promote Foundation students’ learning of mathematics. In V. Durrand-Guerriers, R. Hochmuth, S. Goodchild & N. M. Hogstad (Eds.), Proceedings of INDRUM 2018: Second conference of the International Network for Didactic Research in University Mathematics (pp. 316–325). https://indrum2018.sciencesconf.org/data/Indrum2018Proceedings.pdf
Pritchard, D. (2010). Where learning starts? A framework for thinking about lectures in university mathematics, International Journal of Mathematical Education in Science and Technology, 41(5), 609–623. doi.org/10.1080/00207391003605254
Roy, S., Inglis, M., & Alcock, L. (2017). Multimedia resources designed to support learning from written proofs: An eye-movement study. Educational Studies in Mathematics, 96, 249–266. doi.org/10.1007/s10649-017-9754-7
Thomas, S. (2012). An activity theory analysis of linear algebra teaching within university mathematics [Unpublished doctoral dissertation]. Loughborough University.
Treffert-Thomas, S., Jaworski, B., Hewitt, D., Vlaseros, N., & Anastasakis, M. (2019). Students as partners in complex mumber task design. In U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis (Eds.), Proceedings of the eleventh congress of the European Society for Research in Mathematics Education (pp. 4859–4866). ERME. https://hal.archives-ouvertes.fr/hal-02459928